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Close Writing Practices in the Post-Secondary Classroom 中学后课堂的紧密写作练习
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-07-06 DOI: 10.1080/1358684X.2022.2089634
Scott Jarvie, Michael Lockett
ABSTRACT This paper explores a suite of close writing practices and exercises that ask students to attend closely to language at the level of morpheme, word, line, sentence, or stanza. Close writing aims to move students beyond a conception of reading as mere transaction and technology, while pushing writing pedagogy beyond the development of expository prose, as is common in post-secondary contexts. Instead, the pedagogies presented in this inquiry frame writing as an analytic practice which aids both students’ capacities as writers and, importantly, their development as critical readers. Such pedagogies, we believe, reflect a less-didactic approach to teaching reading, writing, and literature. We argue that close writing positions students in an exploratory, experimental stance in relation to composition, one that allows for the analytic aims of close reading in addition to different kinds of learning.
本文探讨了一套紧密的写作练习和练习,要求学生在语素、词、行、句或节的层面上密切关注语言。近距离写作旨在让学生超越阅读仅仅是交易和技术的概念,同时推动写作教学法超越说明文的发展,这在中学后的语境中很常见。相反,在这个探究中提出的教学法将写作作为一种分析实践,它既有助于学生作为作家的能力,更重要的是,有助于他们作为批判性读者的发展。我们认为,这种教学法反映了一种较少说教的方法来教授阅读、写作和文学。我们认为,近距离写作使学生在写作中处于一种探索性、实验性的立场,除了不同类型的学习之外,还允许近距离阅读的分析目的。
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引用次数: 0
Editorial 社论
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-07-03 DOI: 10.1080/1358684x.2022.2094055
J. Yandell
Given the state of the world, with war, mass enforced migration, climate emergency, spiralling food and energy costs and a rich array of governments manifestly incapable of providing solutions to any of these crises, you might need cheering up. We start this issue with a story that should do just that. Louise Torres-Ryan’s account of her own practice is located in the period after the end of lockdown in the UK. She describes a moment in education in which neoliberal values have been firmly reasserted: the priority, announced from on high and enforced on teachers and school student alike, is to make up for lost time – an approach that entails an act of deliberate amnesia, a suppression of much that the pandemic has made plain. But what happens in this moment, in Torres-Ryan’s classroom, is not an enactment of the mandated ‘catch-up curriculum’ but something infinitely richer and more valuable: a collective recovery of the space of English. Torres-Ryan’s practice is both principled and, necessarily, oppositional and opportunistic, carved out of the gaps to be found in uncongenial institutional structures. Such possibilities are also explored in Francis Gilbert’s account of the work of an experienced teacher in what Gilbert characterises as an authoritarian school (a type of which there are abundant examples these days). Part of the strength of this exploration of what Reciprocal Teaching can achieve is that it lays bare the failure of the test-driven, teacherdominated, monologic pedagogy that it displaces: the children formerly imprisoned by labels of deficit and ‘disadvantage’ are enabled to thrive intellectually, and to enjoy themselves, once they have found their voices, and found that others are prepared to listen to them. Questions of culture, identity and representation are to the fore in the following three contributions. Vincent Price argues for a more expansive understanding of, and commitment to, the place of African American literature in the classroom, asserting the complementary value of, on the one hand, texts that might be seen as foregrounding race and the struggle against injustice and, on the other, texts where such preoccupations figure peripherally or not at all. From different sides of the Atlantic, Shea Kerkhoff and Daniel Talbot advance the claims of cosmopolitanism, with its more capacious conceptions of both culture and identity, as offering resources for rethinking classroom practice. Critical or creative? Which comes first – and which should have priority in English? The next two pieces don’t attempt to answer these questions, but they might prompt us to think more about what we mean by either term – and what others might mean. Nazanin Dehdary’s research in Oman into English language teachers’ perceptions of literacy in general, and of critical literacy in particular, reveals quite sharply divergent versions of what literacy is, what it is for and how it might be developed. Duncan CHANGING ENGLISH 2022, VOL. 29, NO. 3, 21
考虑到世界的现状,战争、大规模强制移民、气候紧急情况、不断攀升的粮食和能源成本,以及一系列政府显然无法为这些危机提供解决方案,你可能需要振作起来。我们从一个应该做到这一点的故事开始这个问题。Louise Torres Ryan对自己实践的描述发生在英国封锁结束后的那段时间。她描述了新自由主义价值观在教育中得到坚定重申的时刻:从高层开始宣布并对教师和学生强制执行的首要任务是弥补失去的时间——这种方法需要故意失忆,对疫情已经表明的许多抑制。但此刻,在Torres Ryan的课堂上,发生的并不是强制性的“追赶课程”的制定,而是一种无限丰富和更有价值的东西:英语空间的集体恢复。Torres Ryan的做法既有原则性,也必然是对立的和机会主义的,是从不和谐的制度结构中发现的差距中挖掘出来的。弗朗西斯·吉尔伯特(Francis Gilbert)在描述一位经验丰富的教师在吉尔伯特所描述的威权学校(如今有很多这样的例子)中的工作时,也探讨了这种可能性。这种对互惠教学能取得什么成就的探索的部分优势在于,它揭露了它所取代的测试驱动、教师主导、单一逻辑教学法的失败:那些以前被赤字和“劣势”标签所监禁的孩子,一旦找到了自己的声音,就能够在智力上茁壮成长,并发现其他人已经做好了倾听他们的准备。文化、身份和代表性问题在以下三项贡献中尤为突出。文森特·普莱斯(Vincent Price)主张对非裔美国文学在课堂上的地位有更广泛的理解和承诺,一方面,主张可能被视为突出种族和反对不公正斗争的文本的互补价值,另一方面,这种关注在文本中占次要地位或根本不占主导地位。谢伊·科霍夫(Shea Kerkhoff)和丹尼尔·塔尔博特(Daniel Talbot)来自大西洋彼岸,他们提出了世界主义的主张,其对文化和身份的概念更加宽泛,为重新思考课堂实践提供了资源。批判性还是创造性?哪一个排在第一位,哪一个在英语中应该优先?接下来的两篇文章并没有试图回答这些问题,但它们可能会促使我们更多地思考我们所说的任何一个术语的含义,以及其他术语的含义。Nazanin Dehdary在阿曼对英语教师对识字的总体看法,特别是批判性识字的看法进行的研究,揭示了识字是什么、它的用途以及如何发展的截然不同的版本。邓肯改变英语2022,第29卷,第3期,219–220https://doi.org/10.1080/1358684X.2022.2094055
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引用次数: 0
Why Not?: Embracing the Historical Design of African American Literature to Bolster Its Representative Use in the Classroom 为什么不呢?:接受非裔美国文学的历史设计,以增强其在课堂上的代表性
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-07-03 DOI: 10.1080/1358684X.2022.2076655
V. Price
ABSTRACT Having grown up Black in America, the author reflects on his limited exposure to African American literature in school as well as his even more limited opportunity to see himself reflected in the mirrors of those texts. The article then extends into a framework for expanding the inclusion of African American texts in educators’ classrooms. Approaching the literature from a historical design perspective (concerning the purposes that gave the literature life and direction throughout its existence), the article divides African American literature into two groups – the texts that centre race and race matter and those that centre lives and lifestyles – in an effort to challenge educators’ understanding of both the literature and the people represented within it. The article acknowledges that, while perhaps different in design, both groups of texts speak to the humanity of African American students as the students exist both within and beyond the context of race.
摘要:作者在美国黑人长大,他反思自己在学校里接触非裔美国文学的机会有限,以及在这些文本的镜子中看到自己的机会更加有限。然后,这篇文章扩展到一个框架中,以扩大非裔美国人在教育工作者课堂上的文本。从历史设计的角度来看待文学(关于在文学存在的整个过程中赋予文学生命和方向的目的),这篇文章将非裔美国文学分为两组——以种族和种族问题为中心的文本和以生活和生活方式为中心的文学,试图挑战教育工作者对文学及其所代表的人的理解,这两组文本都讲述了非裔美国学生的人性,因为他们既存在于种族背景中,也存在于种族之外。
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引用次数: 0
Student ‘Characters’ in Qualitative Research 定性研究中的学生性格
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-06-30 DOI: 10.1080/1358684X.2022.2082382
R. Hunt
ABSTRACT Qualitative practitioner research undertaken by teachers in schools is a vital means of developing pedagogy and practice, one that is under-valued in today’s educational climate. This essay explores representations of students in qualitative studies, which, I argue, necessarily transform student participants into ‘characters’ within the practitioner-researcher’s written narrative. Through exploration of an excerpt of student interview data, I highlight the importance of open, respectful interpretation of students’ words which maintains an awareness of the practitioner-researcher’s subjective position. This includes the need to disrupt reductive narratives of ‘hero’ teachers and ‘victim’ students which deprive young people of agency and respect. I suggest that such considerations of representation are relevant to teachers’ day-to-day practice in schools.
摘要:学校教师进行的定性实践者研究是发展教育学和实践的重要手段,在当今的教育环境中,这一研究被低估了。本文探讨了质性研究中学生的表征,我认为,质性研究必然会将学生参与者转变为实践者-研究者书面叙事中的“人物”。通过对学生访谈数据摘录的探索,我强调了对学生话语进行公开、尊重的解释的重要性,这可以保持对从业者-研究者主观立场的认识。这包括需要打破对“英雄”教师和“受害者”学生的简化叙事,这些叙事剥夺了年轻人的能动性和尊重。我认为,这种代表性的考虑与教师在学校的日常实践有关。
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引用次数: 0
Things (Don’t Quite) Fall Apart: Exploring the Diversity Insertion in the Secondary ELA Canon 事物(不完全)分崩离析:探索第二ELA经典中的多样性插入
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-06-15 DOI: 10.1080/1358684X.2022.2081131
Geoff Bender
ABSTRACT This article presents the results of five open-ended surveys administered to two Advanced Placement classes in a primarily White high school in upstate New York. Surveys sought to explore how students make sense of the course diversity selection, Chinua Achebe’s Things Fall Apart, which was inserted into a primarily White textual canon. Responses were coded and analysed via a Critical Discourse Analysis methodology. Analysis revealed that while many students replicated the discursive patterns of White innocence, characterised by an obliviousness to their complicity in White supremacy, some students, often coming from marginalised social positions, registered more nuanced reactions to the power dynamics represented in the text. The study concludes that while diversity insertions like Things Fall Apart can be mechanisms that actually reinforce White supremacy due to a perceived social disconnect, modest insights can also be generated by students seeking to better understand the dynamics of contemporary social oppression.
摘要本文介绍了对纽约州北部一所以白人为主的高中的两个高级预科班进行的五项开放式调查的结果。调查试图探索学生如何理解课程多样性选择,Chinua Achebe的《分崩离析》,该书被插入了一本以白人为主的文本经典中。通过批判性话语分析方法对回答进行编码和分析。分析显示,尽管许多学生复制了白人天真无邪的话语模式,其特点是忽视他们在白人至上主义中的同谋,但一些学生往往来自边缘化的社会地位,对文本中所代表的权力动态做出了更微妙的反应。该研究得出结论,虽然像《分崩离析》这样的多样性插入可能是由于感知到的社会脱节而实际上强化白人至上主义的机制,但寻求更好地理解当代社会压迫动态的学生也可以产生适度的见解。
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引用次数: 1
The Genealogy of ‘Cultural Literacy’ “文化素养”谱系
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-06-01 DOI: 10.1080/1358684X.2022.2081530
John Hodgson, Ann Harris
ABSTRACT The British government's current educational policy for England draws on E.D. Hirsch's writings on 'cultural literacy'. This paper aims to uncover the roots of Hirsch’s influential views through a genealogical critique. Hirsch admired the Scottish Enlightenment educator Hugh Blair as a model architect of a hegemonic culture to unite disparate members of a nation. Following Hirsch, the government Department for Education in England called for ‘shared appreciation of cultural reference points’ and ‘a common stock of knowledge on which all can draw and trade’. Consequently, the literature curriculum in England increasingly disenfranchises a significant component of the population in terms of both gender and cultural heritage. Recent ‘culture wars’ have highlighted the legacy of colonialism and have led educators to decolonise the curriculum and prioritise social justice. Continuing racism within civil society demonstrates the need for a general recognition that cultures are desirably diverse and internally plural.
摘要英国政府目前的教育政策借鉴了赫希关于“文化素养”的著作。本文旨在通过系谱学的批判,揭示赫希影响深远的思想根源。赫希钦佩苏格兰启蒙运动教育家休·布莱尔,认为他是霸权文化的模范建筑师,将一个国家的不同成员团结在一起。继赫希之后,英国政府教育部呼吁“共同欣赏文化参考点”和“建立一个所有人都可以借鉴和交流的共同知识库”。因此,英国的文学课程越来越多地剥夺了人口中重要组成部分在性别和文化遗产方面的权利。最近的“文化战争”突出了殖民主义的遗产,并导致教育工作者将课程非殖民化,并优先考虑社会正义。民间社会中持续存在的种族主义表明,需要普遍认识到文化是可取的多样性和内在的多元性。
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引用次数: 5
Reading Rebecca in the Sixth-Form Classroom: Some Literary-Critical and Pedagogical Explorations 在六年级课堂上阅读《丽贝卡》:一些文学批评和教学探索
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-25 DOI: 10.1080/1358684X.2022.2074818
B. Hanratty
ABSTRACT While Rebecca is not currently a set text for A-Level English Literature, this paper argues that the novel’s multi-faceted richness would justify its inclusion in any list of recommended texts. Divided into four interconnected parts, the paper offers, firstly, some approaches to the reading and teaching of fiction, generally. The second part presents some framing contexts for illuminating many of Rebecca’s preoccupations. These include: ideas about the Gothic tradition and the presentation of Fatal Women in some Romantic literature; some considerations about patriarchy, misogyny, gender and identity; finally, attention is given to the intersection between dream and reality in Rebecca and to the idea of obsession and the double self in two other works by Du Maurier. In the third part, more detailed attention is given to the presentation of character in the novel. The fourth part explores some pedagogical approaches to the novel in the sixth-form classroom.
摘要虽然《丽贝卡》目前还不是a级英国文学的固定文本,但本文认为,这部小说的多方面丰富性将证明它被列入任何推荐文本列表都是合理的。本文分为四个相互关联的部分,首先,概述了小说阅读和教学的一些方法。第二部分介绍了一些框架背景,以阐明丽贝卡的许多关注点。其中包括:关于哥特式传统的思想和一些浪漫主义文学中对《致命女人》的呈现;对父权制、厌女症、性别和身份认同的一些思考;最后,对《丽贝卡》中的梦与现实的交集,以及杜莫里埃另外两部作品中的痴迷与双重自我进行了关注。第三部分对小说中人物形象的表现进行了较为详细的论述。第四部分探讨了小说在中六课堂教学中的一些方法。
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引用次数: 0
The Reciprocal Rebellion: Promoting Discussion in Authoritarian Schools 相互反叛:促进专制学派的讨论
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-18 DOI: 10.1080/1358684X.2022.2069547
Francis Gilbert
ABSTRACT In her ethnographic study, Factories for learning: Making race, class and inequality in the neoliberal academy (2017), Christine Kulz depicts an oppressive system in a United Kingdom secondary school, Dreamfields. Kulz illustrates how many children and teachers are stripped of their autonomy, rights and dignity. In this article, Northfields, a school like Dreamfields, is profiled. Like Dreamfields, Northfields is an authoritarian, heavily surveilled institution with both teachers and pupils often being reprimanded for minor transgressions. This case study shows how an English teacher managed to successfully use Reciprocal Teaching in her classroom, even though its emphasis on co-operative learning was contrary to the spirit of Northfields. Reciprocal Teaching changes the way pupils and teachers see themselves, improves their discussion, reading and exam results. Reciprocal Teaching re-orders education by fostering meaningful relationships, challenging the hegemony of neoliberal schools: it is a rebellion against their authoritarianism.
在她的民族志研究《学习的工厂:新自由主义学院中的种族、阶级和不平等》(2017)中,克里斯汀·库尔兹描述了英国中学“梦想领域”中的压迫制度。库尔兹说明了有多少儿童和教师被剥夺了自主权、权利和尊严。在这篇文章中,Northfields,一所与Dreamfields类似的学校被介绍了。和梦乡学校一样,诺斯菲尔德学校也是一所专制的、受到严密监控的学校,老师和学生经常因为轻微的违规行为而受到训斥。这个案例研究展示了一位英语老师如何成功地在课堂上使用互惠教学,即使它强调合作学习违背了诺斯菲尔德的精神。互惠教学改变了学生和教师看待自己的方式,提高了他们的讨论、阅读和考试成绩。互惠教学通过培养有意义的关系来重新安排教育,挑战新自由主义学校的霸权:这是对他们威权主义的反叛。
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引用次数: 2
On the Path Towards a Critical Literacy-Based Pedagogy in Oman 阿曼走向批判性扫盲教育的道路
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-17 DOI: 10.1080/1358684X.2022.2069546
Nazanin Dehdary
ABSTRACT On the path towards transformatory approaches to education and empowerment of students and teachers, this study made an attempt to explore literacy and critical literacy (CL) from the perspectives of teachers working in a tertiary institution in Oman. For this research, an exploratory research design with a critical stance was employed. Interviews were used as the main method of data collection to examine multiple interpretations of literacy and to look into teachers’ familiarity with the concept of critical literacy. This study suggests that literacy is a complex concept with different readings. Another finding is the novelty of critical literacy, and its potential to be confused with critical thinking. This study illuminates the fact that CL is on the margin of ELT methodology and that literacy should be viewed as a social practice, as adopting this view can facilitate the integration of CL in education.
在通往教育和赋予学生和教师权力的转型方法的道路上,本研究试图从阿曼高等教育机构教师的角度探讨读写能力和批判性读写能力(CL)。本研究采用批判性立场的探索性研究设计。访谈是数据收集的主要方法,以检验对读写能力的多种解释,并调查教师对批判性读写能力概念的熟悉程度。这项研究表明,读写能力是一个复杂的概念,有不同的阅读方式。另一个发现是批判性读写的新颖性,以及它可能与批判性思维相混淆。本研究阐明了CL处于英语教学方法论的边缘,识字应该被视为一种社会实践,因为采用这种观点可以促进CL在教育中的整合。
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引用次数: 0
Questions in/of English 英语问题
IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-04-19 DOI: 10.1080/1358684X.2022.2060188
J. Yandell, Faduma Mahamed, Soumeya Ziad
ABSTRACT Our starting point is provided by two accounts of observed lessons. The two lessons happened, at more or less the same time, in the same English department in an East London secondary school. Both lessons, observed by the second- and third-named authors, involved the shared reading of the same novel. We are interested in the difference between these two lessons, a difference that is manifested most clearly in the different ways in which questions enter in the two lessons. We argue that this difference is symptomatic of two fundamentally different versions of English as a school subject.
我们的出发点是由两个观察到的教训提供的。这两堂课几乎同时发生在东伦敦一所中学的同一个英语系。第二名和第三名的作者观察到,这两个课程都涉及到共同阅读同一本小说。我们感兴趣的是这两节课的不同之处,这种不同最明显地表现在这两节课的提问方式不同。我们认为,这种差异是两种根本不同的英语版本作为学校科目的症状。
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引用次数: 0
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Changing English-Studies in Culture and Education
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